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The Technology Integration Planning Checklist
Assessment of Lessons and Courses
Phase I: Determining Relative Advantage--Why Use Technology?
Do I have topics, curriculum objectives, or insights I have
difficulty teaching?
Not currently
Are any of the above a good match for a technology-based
solution?
N/A
What is the relative advantage of the technology-based
solution?
N/A
Is the relative advantage sufficient to justify the effort and
expense of using these
solutions?
N/A
Phase 2: Deciding on Objectives and Assessments--How Will IKnow
Students Have Learned?
What outcomes do I expect of students after the instruction to
show me they havelearned?
Students will be able to demonstrate mastery of the Ohio state
standard 5.Describe the characteristics of Maya, Inca, and Aztec
civilizationsincluding:
a. Location;b. Government;c. Religion;d. Agriculture;e. Cultural
and scientific contributions.
What is the best way for me to assess students' learning (e.g.,
written tests, products)?
Students will be assessed through various formative and
summative tools,
including webquest completion, Venn Diagram, e-book, research
paper, andmultimedia presentation.
Do the assessment instruments (e.g., tests, rubrics) exist or do
I have to develop them?
Rubrics were created from my pool rubrics, and those from the
special areas ofart, PE, and music already existed and were used
for this project.
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Phase 3: Designing Integration Strategies--What
TeachingStrategies Will Work Best?
Will the instruction be single subject or interdisciplinary?
The instruction will interdisciplinary and include all academic
areas.
Will students work as individuals, pairs, small or large groups,
whole class, a
combination?
The students will work in a combination of individual, pair, and
small group.
Should activities be directed, constructivist, or a combination
of these?
Activities will be a combination of constructivist and
directed.
What strategies should I use to encourage female and minority
student involvement?
Seeing this is a unit on different civilizations, females could
be encouraged to
seek a greater understanding of the role of the female in these
civilizations whileminority students can be encouraged to discuss
impacts of cultural differences.
What sequence of activities should I teach?
The sequence of activities will be based on the progression of
the unit as there
are no specific steps to follow.
Will students have enough time to learn the technologies before
I begin grading?
Students will learn all technologies, new and old, in technology
class before the
unit begins. Ample time will be provided for this to happen.
Do I have demonstrations of equipment and the software skills
student will need?
Yes, any necessary demonstrations will take place as part of the
technology class andcurriculum.
Phase 4: Preparing the Instructional Environment -- Are
theEssential Conditions in Place to Support Technology
Integration?
How many computers and copies of software do I need to carry out
the activities?
30 computers will be needed, and all software is web based and
free.
How many computers and copies of software are available?
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There are more than 35 computers in the technology lab.Over what
time period and for how long will technology resources be
needed?
About three weeks will be needed to completed the unit.
Do I need to schedule time in a lab or media center?
Some time will need to be reserved, but much of the work will be
completed duringregular technology time.
Do I need to schedule projection devices or large-screen
monitors for demos?
No, all classes have SMART boards and projectors.
What other equipment, software, media, and resources will I
need?
None, all is available
Are the uses I am planning legal according to copyright
laws?
Yes, all are legal
Have I provided for students' privacy and safety?
Yes, I have provided for student privacy and safety
Have I made all necessary access provisions for students with
physical disabilities?
Yes, all provisions are in place
Am I familiar with troubleshooting procedures specific to the
hardware or software?
Yes, I am familiar with troubleshooting procedures
Have I built in time to test-run an equipment setup before the
students arrive?
Yes, a plan period can be used for this
Have I built in time to back up important files? Have I trained
students to back up theirs?
All students have flash drives, and are very familiar with back
up procedures. Time isalways in place for this.
Do I have a backup plan if I cannot use the resources as I had
planned?
If technology is not available, lessons can be adapted to
traditional methods. The e-
book can become a regular book; the webspiration Venn diagram
can be handmade;
the research paper can be written, etc.
